Locating children's mathematical competence: Application of the developmental niche

Like every animal, human offspring evolved to fit into their communities, but social fittedness for mammals requires a supportive early nest that fosters socio-emotional intelligence, self-regulation, and sympathy. Within a supportive environment, children naturally develop orientations that facilitate prosocial behaviours within the community. We use the evolved developmental niche (EDN), apparent in 95% of human history as small-band hunter-gatherers, for a baseline representative of human evolution. In these societies, children grow into cooperative, agile moral actors. We compare the EDN with five modern approaches to young child group care and make suggestions to early caregivers on how to provide, in the modern world, what children evolved to need.

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Heterogeneity of problem-based learning outcomes for improving mathematical competence: A systematic literature review

Journal of Physics Conference Series ◽

10.1088/1742-6596/1722/1/012108 ◽

2021 ◽

Vol 1722 ◽

pp. 012108

Author(s):

D Juandi

Keyword(s):

Literature Review ◽

Learning Outcomes ◽

Systematic Literature Review ◽

Problem Based Learning ◽

Mathematical Competence

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Influence of Technological Resources on the Development of Mathematical Competence in High School

IT Professional ◽

10.1109/mitp.2021.3062685 ◽

2021 ◽

Vol 23 (2) ◽

pp. 19-25

Author(s):

Maria Jose Albert ◽

Manuel Blazquez-Merino ◽

Africa Lopez-Rey ◽

Manuel Castro

Keyword(s):

High School ◽

Mathematical Competence

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Mathematical Creativity in Adults: Its Measurement and Its Relation to Intelligence, Mathematical Competence and General Creativity

Journal of Intelligence ◽

10.3390/jintelligence9010010 ◽

2021 ◽

Vol 9 (1) ◽

pp. 10

Author(s):

Michaela A. Meier ◽

Julia A. Burgstaller ◽

Mathias Benedek ◽

Stephan E. Vogel ◽

Roland H. Grabner

Keyword(s):

Exploratory Study ◽

Mathematical Creativity ◽

Good Reliability ◽

Mathematical Competence ◽

First Order ◽

The Past ◽

Confirmatory Factor ◽

Order Factor ◽

General Creativity ◽

Creativity Measure

Mathematical creativity is perceived as an increasingly important aspect of everyday life and, consequently, research has increased over the past decade. However, mathematical creativity has mainly been investigated in children and adolescents so far. Therefore, the first goal of the current study was to develop a mathematical creativity measure for adults (MathCrea) and to evaluate its reliability and construct validity in a sample of 100 adults. The second goal was to investigate how mathematical creativity is related to intelligence, mathematical competence, and general creativity. The MathCrea showed good reliability, and confirmatory factor analysis confirmed that the data fitted the assumed theoretical model, in which fluency, flexibility, and originality constitute first order factors and mathematical creativity a second order factor. Even though intelligence, mathematical competence, and general creativity were positively related to mathematical creativity, only numerical intelligence and general creativity predicted unique variance of mathematical creativity. Additional analyses separating quantitative and qualitative aspects of mathematical creativity revealed differential relationships to intelligence components and general creativity. This exploratory study provides first evidence that intelligence and general creativity are important predictors for mathematical creativity in adults, whereas mathematical competence seems to be not as important for mathematical creativity in adults as in children.

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Bilingualism positively predicts mathematical competence: Evidence from two large-scale studies

Learning and Individual Differences ◽

10.1016/j.lindif.2017.12.007 ◽

2018 ◽

Vol 61 ◽

pp. 216-227 ◽

Cited By ~ 3

Author(s):

Andree Hartanto ◽

Hwajin Yang ◽

Sujin Yang

Keyword(s):

Large Scale ◽

Mathematical Competence

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How Well Prepared are Students for Undergraduate Engineering Mathematics?

International Journal of Mechanical Engineering Education ◽

10.1177/030641909502300408 ◽

1995 ◽

Vol 23 (4) ◽

pp. 352-362 ◽

Cited By ~ 2

Author(s):

Duncan A. Lawson

Keyword(s):

Diagnostic Test ◽

Mechanical Engineering ◽

Test Results ◽

Mathematical Competence ◽

Rule Of Thumb ◽

Undergraduate Engineering ◽

Engineering Mathematics ◽

Level 3

Many universities admit students to degree courses in mechanical engineering from a wide variety of backgrounds. The majority enter with a study of A level mathematics. An increasing proportion enter having previously studied for BTEC qualifications. The conventional rule of thumb which is used is that BTEC level 3 is equivalent to A level. In this paper this rule of thumb is examined by comparing the performance of A level and BTEC students in a diagnostic test, taken at the start of their course, and the results of the end-of-year examination. The results of students entering the mechanical engineering stream of degree courses at Coventry University in 1991 and 1992 are used to provide the data for this study. The diagnostic test results also show the key areas of weakness in the level of mathematical competence of many students on entry to universities.

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